Jane Doe	
Professor Martin
English 1301.S33
8 March 2005
Standardized Testing: Is it Fair?  An Annotated Bibliography
Zucker, Sasha. Fundamentals of Standardized Testing. 2003. 28 February 2005 <http://
	harcourtassessment.com/hai/Images/pdf/assessmentReports/Fundamentals_of_
            Standardized_Testing_Final.pdf>.
1)	What is the main argument of the resource?  The article claims that standardized tests provide an efficient way of measuring the achievement of a large number of students.  Due to the No Child Left Behind Act of 2001 (NCLB), these tests results can be used to identify schools that need improvement.  This is to ensure that all students have the same chance to succeed. 
2)	How does the author support his/her position (comparisons, statistics, emotional stories, metaphors, quotations by other sources, description, detailed analysis, etc.)?  The author is able to support her position through the use of statistics, analysis, and the use of a visual curve to present information. 
3)	What are some details that support the argument?  To support her argument, the author relays her message in a concise and orderly format.  She gives examples of standardized tests that are carefully designed and verified by statistical evidence.  These tests are produced and used in compliance with published guidelines. She uses a visual curve to present information.  The meanings of terms are clarified.

This article is a report from Harcourt Assessment, a global leader in assessment tools and resources with headquarters in San Antonio, TX.  The company was established in 1921. Even though I disagree with some standardized testing, I do understand that there are advantages.  This report is obviously biased since their main goal is to research and, create fair and accurate testing; however, I do believe that the information is reliable and will be useful in my concession.  I found the article to be well written and easy to follow.  In addition, the clarification of some key terms was helpful. The author referred to well known standardized tests for examples to support her argument. This article is also a different approach from the other articles I have chosen to use and should fit into the goals of my research.
Dunne, Diane Weaver. Cautions Issued About High-Stakes Tests. 200. 2 March 2005
	<http://www.educationworld.com/a_issues/issues110.shtml>.
1)	What is the main argument of the resource?  Because of the growing use of high-stakes tests, school districts leaders need to cautiously evaluate tests that may potentially be harmful before “linking” them to school reform.
2)	How does the autho  support his/her position (comparisons, statistics, emotional stories, metaphors, quotations by other sources, description, detailed analysis, etc.)?  The author supports her argument from another source, the American Educational Research Association (AERA), an international professional organization founded in 1916.
3)	What are some details that support the argument?  The author uses the guidelines issued by AERA.  A summary of the guidelines are included in the article.
     This article offers more detail in assessing whether or not a standardized high-stakes test is reliable and valid.  Because the article is from a website founded (in 1996) for educators, its focus is to offer resources that would be beneficial.  Due to the extra information for assessing standardized tests, the article will be beneficial to my research.  
Loadman, William E., and Anne Marie Thomas. Standardized Test Scores and Alternative
	Assessments: Different Pieces of the Same Puzzle. 1 March 2005 
            <http://www.enc.org/topics/assessment/testing/document.shtm?input=FOC-001558-
            index>.
1)	What is the main argument of the resource?  The authors believe that the two types of assessments, standardized testing and alternative assessment strategies, can both provide important information to teachers.
2)	How does the author support his/her position (comparison, statistics, emotional stories, metaphors, quotations by other sources, description, detailed analysis, etc.)?  The authors “ask” the reader to consider both sides of the story.  They do this in a simplified manner, explaining the “pieces of the puzzle” as they go. Additionally, the authors use an example of a student’s assessment of an algebra test, looking at the scoring from a standardized test view opposed to the alternative assessment method.
3)	What are some details that support the argument?  Both authors are on staff at Ohio State University and are involved in evaluation research which gives a comfort level on their knowledge.  Their explanation on what the different types of test scores can tell us helps the reader to see how they could work together. The example of a students algebra scores help to clarify the way a test score can be perceived.
     Being on staff at Ohio State University and both being involved with the Research, Evaluation, and Measurement Data Analysis and Consultation Service of the School of Educational Policy and Leadership, gives the authors credibility regarding forms of testing. They acknowledge the concerns of standardized testing programs that are being imposed at state levels. However, the authors ask the readers to give consideration to each type of test as they explain how the tests can work together. Because this article helped to see the positive side of standardized testing, it will be useful as part of my concession. I felt the article was well written with regard to opposite opinions.